The Sindh University Journal of Education - SUJE

Violent Online Games and Bullying Behaviour of In-school Adolescents in Nigeria

Mustapha Mulikat LADI, Mrs. Shakirat Okewole — Mon, 31 Jan 2022 00:00:00 +0000

Adolescents in Nigeria are as exposed to violent games and movies as their counterparts in the world, this predisposes them to bullying perpetration. This study further investigated how violent online gaming (VOG) impact in-school adolescents' bullying perpetration. Descriptive survey approach was adopted; self-report measure was utilized to gather data on in-school adolescents’ online gaming and bullying perpetration. Simple random sampling technique was used in selecting 7 schools, 400 respondents were selected using proportional and simple random sampling techniques. The data generated were analysed using percentage, Pearson’s Product Moment Correlation and stepwise regression were used. Majority of participants (96.5%) play violent online games. It was also gathered that considerable percentages (27.7%) of the respondents involved in violent online gaming (VOG) perpetrate various forms of bullying behaviours. Significant and direct link exist between VOG and bullying perpetration of the sampled adolescents.

Pygmalion Effect on Secondary School Level Students’ Academic Performance

Dr. Muhammad Zafar Iqbal, Muhammad Nadil Ali — Mon, 31 Jan 2022 00:00:00 +0000

The Pygmalion effect influence is a revealing psychological phenomenon exposing higher expectation to someone. Usually teachers expose their expectation to the students, but rarely they are aware about the vitality of their positive expectations (Pygmalion) on the students' performance. This paper aims to examine the impact of Pygmalion sessions on the academic achievements of the students belonging to experimental and control group in the subject of English. This paper also aims to study and compare the Pygmalion effect on academic performance of experimental and control groups. True experimental design was used to collect the evidences of Pygmalion sessions. Results revealed that Pygmalion sessions are highly effective as compare to traditional lecturing. Organizing a Pygmalion session before lecture provides a motivational environment to the students boosts up students' academic performance and directly influence students' motivation.

Demographic differences in teachers’ perceptions on Work place inclusion and its relationship with individual and group well-being at higher education

Muhammad Uzair-ul-Hassan, Iram Parveen, Ume Aimen — Mon, 31 Jan 2022 00:00:00 +0000

<p align="justify">Workplace inclusion is a phenomenon in which all members of the organization are valued equally, due to which they consider themselves as an important part of the institution. The phenomenon stands crucial in HEI’s, where there is a big force, and all need to be valued equally for maximum work related output and well-being of teachers. The objective of the study was to explore teachers’ sense of feeling towards inclusion whether and to what extent, they feel included in departmental activities that lead to individual and group wellbeing at workplaces. The study further examines significant difference in workplace inclusion on the basis of teachers’ demographics. The study was quantitative in nature, where, data were collected from 300 teachers in public sector universities of Punjab Province in Pakistan through self-developed instrument. Mean, percentages, t-Test, ANOVA and Correlation tests were applied. The results revealed that 67% teachers responded that their institutional environment is inclusive while 56% responded that leadership attributes contribute in work place inclusion-exclusion for teachers. Sixty percent and 57% teachers responded that the environment is good for individual wellbeing and group wellbeing respectively. The results showed that institutional environment, leadership attributes are essential to foster workplace inclusion in their institution and perceived its positive influence on teachers individual and group wellbeing. Further, result showed that there was no significant difference with respect to teachers’ gender in departmental environment. Also, more qualified teachers felt more included due to inclusive leadership attributes leading to individual and group wellbeing of teachers. Result also showed that workplace inclusion has strong positive influence on individual and group wellbeing of teachers at higher education. It is recommended that leadership should take steps such as cater diversity, collaboration and shared decision making to promote workplace inclusion in their institutions as it leads to individual and group wellbeing of teachers.

Exploring the Trans-Gender’s Issues in Pakistani Print Media

Farooq Mumtaz, Abdul Malik Abbasi, Sadaf Irtaza, Muhammad Kamil — Mon, 31 Jan 2022 00:00:00 +0000

This research paper aims to explore transgender blues across Pakistani print media. In Pakistan Trans-genders are one of the most marginalized groups. Media is considered as fourth pillar of democracy. The main objectives of the study were to find out how much extent print media gives coverage to Transgender Community issues and are they satisfied with their existing rights which they enjoy. The research was conducted by going through last seven months’ dawn newspaper and semi-structured interviews. Trans-genders are also interviewed regarding media’s portrayal of their issues and tried to know their perspective and past experiences. Media seemed quite biased working for only its interest like for Television Rating Point (TRP) and business matters and sometime sensitizes issues to get more viewership. Study suggests that there should be more participation of transgender community in media industry that can portray issues of their community in media which might solve their problems.

Emotional Intelligence and research stress among Postgraduate (M.Phil. /Ph.D.) Students at the university level: A correlational study

Zain ul Abdin Rind, Dr. Amjad Ali Arain — Mon, 31 Jan 2022 00:00:00 +0000

This study was designed to find out the relationship between emotional intelligence (EI) and research stress (RS) of M.Phil and Ph.D. scholars. The sample size was comprised of 200 (156 M.Phil. & 44 Ph.D.) research scholars. and data was collected through random sampling technique. Two research tools were employed; Schutte’s Emotional Intelligence scale was used to measure the general EI of research students and the second tool was developed to explore the research stress of MPhil and Ph.D. students. A significant difference was found (t= -6.000, p= <.001) in the Emotional Intelligence scores of MPhil and Ph.D. scholars. Likewise a significant differences was also found (t= 9.990, p= <.001) in the research stress of MPhil and Ph.D. respondents. Furthermore a negative correlation (rho= -.604**, p= <0.01) was found between Emotional Intelligence and Research Stress among research students. Thus, it is safe to conclude that higher levels of Research Stress (RS) is directly linked with the Lower levels of Emotional Intelligence (EI).